Teaching Logic Control Systems to Chemical Engineering Students

Proceedings of European Congress of Chemical Engineering (ECCE-6)

Copenhagen, 16-20 September 2007

Teaching Logic Control Systems to Chemical Engineering

Students

Ruben Morales-Menendeza, Irma Y. Snchez Chvezb, Luis E. Garza Castaonb,

Ricardo A. Ramrez Mendozaa, Federico Guedea Elizaldea

a
Center for Innovation in Design and Technology, Tecnolgico de Monterrey campus Monterrey,
Av. Eugenio Garza Sada 2501 Sur, 64849 Monterrey, NL, Mxico
b
Deparment of Mechatronics and Automation, Tecnolgico de Monterrey campus Monterrey,
Av. Eugenio Garza Sada 2501 Sur, 64849 Monterrey, NL, Mxico

Abstract

Logic control systems was incorporated into the academic program of Chemical
Engineering students at Tecnolgico de Monterrey. Exploiting Active Learning
techniques and own educational technology, a new experimental automatic control
course was implemented. Experiences show that students get a deep learning as result
of the activity performed. Also, several abilities and skills are learned and the gap
between theory and practice is avoided through the experimental hands-on sessions.

Keywords: Logic Control Systems, Education, Active Learning, Batch Manufacturing

1. Motivation.

Four technical disciplines were selected as crucial to the progress of the chemical
industry [1]: new chemical science and engineering technology, supply chain
management, information systems, and manufacturing operations. Particularly,
manufacturing operations require advances in six key areas where information and
process control is one of them. Here, a high degree of automation and decision
making is needed.

In the early 1980's, the market pressure for greater product variety forced a gradual
shift from continuous manufacturing processes to batch manufacturing processes..
About 50 % of all industrial processes include batch processing. Batch processes have
one or more process cells for several products or product variants. These processes
demand several complex operations carried out in multiple-purpose equipments on
plant designed for multiple products batch manufacture. Each chemical process is
defined in terms of a list of ingredients, the recipe, and the instructions to transform
this information into a batch of a given product.
 R. Morales-Menndez et al.

Batch production puts high demands on the use of information technology. Important
tasks in a batch plant include production planning and scheduling, recipe management
and execution, resource allocation and arbitration, report generation, quality control,
monitoring and supervision, and regulatory control.

A complete overview of the automation field is needed at universities in order to

respond to these challenges. Automatic control courses for Chemical Engineering
(ChE) students are only focused in continuous processing in many universities, where
batch manufacturing have been ignored in these courses [2].

In todays globally competitive environment, effective collaboration is vital. One

thing that is on the checklist for just about every hiring manager is experience
working in teams. Skills such as critical thinking, problem-solving, communication,
etc are also demanded by every hiring manager, even more than technical issues.

This motivates universities to develop better engineering programs that could educate
students in skills and abilities that demand a competitive world. Active Learning (AL)
techniques represent the best approach in preparing students with these
characteristics.

Keeping these issues in mind an automatic control course that includes logic control
systems based on AL techniques was designed and implemented.

The paper is organized as follows. Section 2 presents some principles that guide the
instructional approach in our school of engineering. Section 3 briefly reviews
important issues of AL techniques. Section 4 describes our educational technology.
Section 5 presents our Educational Model. Section 6 discusses the developed
teaching-learning system, and finally section 7 concludes the paper

2. Principles of the School of Engineering.

The academic programs of the school of engineering at Tecnolgico de Monterrey

must contribute to the 2015 Mission1 and satisfy SACS2 accreditation. Also, ABET3
and CACEI4 criteria must be satisfied.

Tecnolgico de Monterrey is a multi-campus system that integrates 33 campi in

Mxico and several offices all over the world. Based on a wide consultation with
industry leaders, students, faculty, and ex-alumni the new 2015 mission of the
Tecnolgico de Monterrey is to prepare students and transfer knowledge to ...

1
www.itesm.mx/2015
2
www.sacscoc.org
3
www.abet.org
4
www.cacei.org
Teaching Logic Control Systems to Chemical Engineering Students 3

promote the international competitiveness of business enterprises based on

knowledge, innovation, technological development, and sustainable development.
develop business management models to compete in a global economy.
create, implement and transfer business incubator models and networks in order to
contribute to the creation of enterprises.

with this mission (among other objectives), Tecnolgico de Monterrey and its
community are committed to contributing to the educational, social, economic, and
political improvement of Mxico.

The Commission on Colleges of the Southern Association of Colleges and Schools

(SACS) is the regional body for accreditation of higher education institutions in the
U.S. Southern States and in Latin America that award associate, baccalaureate,
masters or doctoral degrees. SACS evaluates an institution through 4 issues:
principles of accreditation, core requirements, Comprehensive Standards (CS) and
federal requirements. CS represent good practices in education and establish an initial
level of accomplishment. Even SACS accreditation considers many more aspects of
the institution; through this course some contributions to the following CS are given
[3]: an appropriate use of the technology by the institution that enhances student
learning for meeting the objectives of its programs. Also, the institution must provide
facilities, services and learning/information resources that are appropriate to support
its teaching, research, and service mission. The Tecnolgico de Monterrey is
accredited by SACS since 1950.

Accreditation Board of Engineering and Technology (ABET) is a well known

recognized accreditor for college and university programs in applied science,
computing, engineering, and technology. ABET is one of the most respected
accreditation organizations in the U.S. The Tecnolgico de Monterrey is accredited by
ABET since 1993. ABET criteria effective for evaluations during the 2006-2007
accreditation cycle states that engineering programs must demonstrate that their
students attain several outcomes (Criterion 3). Through this course, the (b) and (e)
outcomes will be specifically promoted into the ChE academic program. Additionally,
the (d) outcome will be reinforced:

(b) Ability to desing and conduct experiments, as well as to analyse and interpret data.
(d) Ability to function on multidisciplinary teams.
(e) Ability to identify, formulate, and solve engineering problems.

The Consejo de Acreditacin de la Enseanza de la Ingeniera (CACEI) is the

Mexican accreditor that is commitment to enhancing the quality of engineering
education since 1994. The Tecnolgico de Monterrey is accredited by CACEI.

3. Active Learning techniques.

Active Learning (AL) techniques are based on the fundamental idea that a natural and
deep learning happens as a result of the activity performed [4]. Exploiting AL
 R. Morales-Menndez et al.

techniques into conventional lectures and experimental sessions in this course, several
skills/abilities are promoted. Also, better comprehension of the theory and practice is
obtained by the students. AL techniques follow the way as in which people learn were
important issues are [5]:

People build knowledge starting from what they know.

Abilities, attitudes and competences are more relevant than information and
procedures
Pedagogic competencies are needed for exploiting AL techniques

Using AL techniques, students are engaged in more activities than just listening,
Figure 1 [6]. The design of this course was mainly based on two classical AL
techniques: Problem-Based Learning (PBL) and Collaborative Learning (CL).

Broad focus
Self development Students broaden their focus
Students develop their skills of working together, working in a from only pure technical
team, organizing themselves aspects to other issues,
Reactivity including ethical, cultural
Both students and and policy issues
professors are more
involved
Group work
Learning by doing Students get the chance to work in small teams,
Students remember much better what they have very similar to the way in which they will
experienced themselves, rather than what work once they become engineers
has been told to them
Sharing
Both students and professors can share and debate points
Responsibility of view, thus learning from each other.
Students are much more responsible for how their
work in order to reach the desired learning
outcomes. Education for autonomy
One should not depend on the information provide
Practice by others, but rather go and seek for what he
While theory provides the basics, practice or she needs to know.
is the next step for fruitful learning
Initiation
As a start point is not always given, students have to find out by
themselves where to start from with their work.

Figure 1. Additional activities motivated by AL techniques.

4. Educational Technology

The Logic Control Station (LCS) was designed by Tecnolgico de Monterreys

professors keeping in mind several principles: industrial components, fast
connections, didactic diagrams, safe for the students, safe for the equipment, and low
operation cost [7].

The LCS allows students to design combinatorial and sequential control systems.
Student can design, build on, program and validate control systems using the most
common industrial technologies (e.g. pneumatic, electrical and electronic) Figure 2.
Teaching Logic Control Systems to Chemical Engineering Students 5

The LCS includes a set of industrial actuators and sensors grouped in a power section
and three control sections: pneumatic, electrical and electronic (i.e. PLC). Table 1
shows a brief description of each section.
Electro-pneumatic distributing Pneumatic section
valves Electrical section
Electronic section
Light indicator

Pneumatic cylinders

sequencer

PLC

timer /not valves

Relays Relays

Regulator

Switches
Control section

Power section

Figure 2. Logic Control Station (LCS).

Table 1 Logic Control Station description

Power section Pneumatic control Electric control Electronic control

section section section (PLC)

It includes 4
It includes industrial
It includes a set of
It includes an
pneumatic cylinders pneumatic control relays and timers industrial PLC with
and electro-pneumatic valves (and, or, not, with fast connectors. fast connections to
distributing valves. timers, sequencers)
It allows the actuators and

It can receive electric with fast connectors construction of sensors of the power
or pneumatic binary and provides electric ladder section
command signals interconnection to the diagrams to control
It also can
coming from any power section. sequences in the communicate with a
control section
it is easy and power section. PC.

It includes sets of fast to build
Implementing ladder
pneumatic, electric combinatory and diagram allows
and electronic sensors sequential pneumatic students to learn
that detect the control systems. basic concepts that
position of cylinders they will be able to
and provide feedback extend to other
to the control section approaches.

5. The Educational Model of the Tecnolgico de Monterrey.

The Educational Model of the Tecnolgico de Monterrey (MET5) has been

characterized by its use of information technologies and the systematic incorporation
5
MET comes from Modelo Educativo del Tecnolgico de Monterrey.
 R. Morales-Menndez et al.

of teaching techniques. MET includes a set of learning components through which the
Tecnolgico de Monterrey fulfills its educational goals, Figure 3 [8].

Students assume an active role in their learning process and build knowledge on the
basis of their own experience and by reflecting on the same, under the direction and
guidance of their professors. Students will acquire relevant, significant knowledge,
learn to work collaboratively, improve their learning through continuous feedback
from the professors, strengthen their ethical behavior, develop the capacity to conduct
research and for self-directed learning, and be able to stay up-to-date and informed
throughout their professional lives.

Professors rely on teaching techniques that enrich students curricular education on

the basis of a practical, professional approach achieved through teamwork and active
participation. Some of the teaching techniques are: the case method, project-oriented
learning, problem-based learning, collaborative learning, and other techniques
centered on active learning, such as research-based learning and learning-service.

The MET incorporates the use of information and communication technologies, thus
placing the course information and content at the students disposal, and allowing
students to broaden their learning options in settings outside the classroom, interact
and collaborate with their professors and classmates, and have access to electronic
data sources and other technological resources. The courses learning activities are
founded on constructivism and the development of the skills, attitudes, and values
stated in the 2015 Mission.

Working with the MET demanded several important efforts. The training of
professors in the use of teaching techniques, use of information technology and in the
implementation of the MET. Improvement of the Tecnolgico de Monterreys
information technology in order to guarantee a top quality service. As a result, there
has been a substantial increase in the use of information technological (i.e
Blackboard6) from the basic level for simply transmitting information to students, to
remote professor-student interaction or collaboration.

6. Teaching-Learning system.

Creating a course to achieve the principles described in section 2 based con the MET
requires effort in three aspects: planning, instruction, and evaluation [9]. This paper is
mainly focus in the instruction aspect, which implies the selection and
implementation of the teaching techniques combining educational technology that
allow students to reach learning objectives and skills and abilities [10].

The automatic control course is organized in 3 modules: 5 sessions for logic control
systems, 3 sessions for continuous control systems, and 4 sessions for computer
control systems. There are 4 additional sessions for introduction and formal exams.

6
www.blackboard.com
Teaching Logic Control Systems to Chemical Engineering Students 7

The logic control system module is designed to teach how to master tools to analyze
and synthesize combinatorial and sequential logic systems and technologies used to
implement industrial automation.

Figure 3. Educational Model of the Tecnolgico de Monterrey.

A conceptual academic program is shown in Figure 4. A description is only included

for logic control systems module that is focus in batch chemical manufacturing.

1: Logic Control 2: Continuous Control 3: Computer Control

Systems Systems Systems

5 sessions 3 sessions 4 sessions

Digital Pneumatic Electrical Electronic Electronic

Control Control Control Control Control
Systems Systems Systems Systems-1 Systems-1
Topics Topics Topics
Topics
Introduction Introduction Introduction
Introduction
Logic control system Pneumatic Control Programmable Logic Controllers
Electric control system
(combinatorial and System Input/output modules
Relays
sequential ) Fluid power actuators Software and functions
Electric-to-Pneumatic
Basic theorems of Pneumatic sensors PLC programming (Grafcet & SFC)
Interfacing
switching algebra and valves Computer interfaces
Memories
Karnaugh Maps Pneumatic sequencer Implementation issues
Cascade method
Basic Logic Gates Implementation issues Electric ladder diagrams
Logic circuits design
Implementation issues
TTL circuits

Figure 4 Academic program of the automatic control course

 R. Morales-Menndez et al.

Every session considers 2-hr lectures, 3-hr laboratory sessions and 3-hr for additional
activities (studying, reporting, etc), Figure 5.

2 hr 3 hr 3 hr
Lectures Laboratory Additional
sessions Activities

1 Construction
Constructionof ofbasic
basic Design and of basic
Construction Design and of basic
2 3 Construction
logic
logicfunctions
functionssuch
suchasas Implementation of
logic functions such Implementation
logic functions of
such as
and,
and,or
or, ,not,
not, simple
as and,automatisms.
or , not, complex
and, or ,automatism for
not, memories,
memories,
memories,etc.etc. memories, etc. a etc.
practical problem..

Preliminar Collaborative Problem Based

activities Learning Learning

Figure 5. Teaching-Learning system.

Every session a full professor gives the 2-hr lecture for all students. The professor is
responsible for generating the AL environment. Every lecture starts with a problem.
Usually the professor gives the 50 % of the information and guides the student to
complete their knowledge through assignments (homework, exercises, etc). The
professor promotes autonomous learning activities exploiting the Blackboard system.

The 3-hr laboratory session has the same structure every week Figure 5. Students are
organized in 4 teams of 3 students each one, every team will be working with a LCS.
In the first part, the Teaching Assistant (TA) explains how to operate a specific
section through simple examples, such as extracting/retracting cylinders, turning
up/down indicators, etc. Students are asked to implement basic logic functions (and,
or, not, memories). Every implementation demands interaction of all the members of
the team. Usually, there are different possible solutions for assignments, so
discussions appear naturally. Creativity is promoted if the students are asked for
optimal solutions. Discussion of similar industrial applications is introduced.

In the second part of the 3-hr laboratory session, more complex logic control systems
are designed and built linking the basic components and configurations. The problem
specifications demand that students work in teams. CL is naturally developed.
Sometimes, students support themselves for clarification and explanation. The TA
makes sure the concepts are applied correctly by questioning the results.

In the last part of the 3-hr laboratory session, PBL is exploited. Students face a
situation in the context of a chemical industry process. The general functional goals
of a batch control system are specified. The solution of these problems requires an
integration of the learned information. Analysis of several alternatives is needed in
Teaching Logic Control Systems to Chemical Engineering Students 9

order to find the right solution. The TA plays two roles: consultant and client. The TA
as a consultant supports students with the technical details of the equipment. Using
the following example, the teaching-learning system will be discussed.

An evaporator concentrates a solution by vaporizing the water using steam as a heat

source, Figure 6 [10]. The ideal conditions are concentrations between 30 and 45 %
and an operating temperature over the 120 oC. An automatic start up operation is
needed. The tank is filled by feeding a solution for 25 minutes; then a preheating step
is carried out by circulating steam for 10 minutes. After the pre-heating step the
continuous operation begins and the input and output valves are kept open. At the
end, the output valve must be open for 30 minutes because the tank must be drained
by gravity. The problem definition is ambiguous; this motivates student clarify goals.
Vapors

SV-01

SV-03
Feed Steam

TSL
SV-02
Product

ASH ASL

Figure 6 Evaporator system.

Students must define sensors and actuators for the batch control system. Then an
abstraction of the problem is needed in order to represent every sensor and actuator as
a particular element of the LCS. This step is no trivial; it generates a better
understanding of the problem. Table 2 shows a summary of the process and system
variables. Figure 7 shows how this problem can be implemented into the LCS.

Robust batch control systems demand the consideration of the all possible states,
including faults. There are many interesting ways to implement faulty conditions for a
complete test of the system. A faulty condition of a concentration sensor, for example,
can be simulated with an or function between the sensor switch and a push button.

Several skills are promoted into the laboratory session. During the evaluation step,
students must show the batch control system working properly for every condition.
Students can observe the control system working by seeing the lights turning on/off,
seeing and hearing the pneumatic cylinders moving right/left, etc. Even there is a big
difference between controlling an evaporator and its simulated implementation;
students are more involved with the behavior of the process because they can modify
it by changing the switches that represent the sensors.

The evaluation step demands: higher-level skills such as analysis, synthesis, critical
thinking, problem-solving, also high interaction between the each member of the
 R. Morales-Menndez et al.

teamwork. This interaction includes communication, coordination, etc because of

physical constrains of the logic control station.

Table 2. Equivalences of process and elements of the LCS.

Variable Description Physical representation PLC State

I/O
HC High concentration Selector button I1 Left : Concentration < 45 %
switch ASH Right: Concentration > 45 %
LC Low concentration switch Selector button I2 Left :Concentration > 30 %
ASL Right: Concentration < 30 %
LT Low temperature switch Selector button I3 Left :Temperature > 120oC
TSL Right: Temperature < 120oC
S Operation selector Selector button I4 Left: Stop (operation)
Right: Start up (operation)
Iv Input valve, FSCV-01 Double effect cylinder:
-solenoid valve to extend O1 Extend: Close
-solenoid valve to retract O2 Retract: Open
Ov Output valve, FSCV-02 Double effect cylinder:
-solenoid valve to extend O3 Extend: Close
-solenoid valve to retract O4 Retract: Open
Sv Steam valve, FSCV-03 Red light O5 Off: Close
On: Open

Solenoid valves to operate the cylinders that Extension and retraction (close/open)
Simulate the input and output liquid valves commands

Input valve

Output valve
Steam
valve

PLC

HC LC LT S

Figure 7. Process and control system representation in the LCS.

Every working team has its own personality. Figure 8 shows the level of interaction
that typically working teams exhibit during the laboratory sessions [11]. Every square
in this figure exhibits two relative dimensions: intensity of interaction versus elapsed
time. At the beginning, (stage I) students need to check in with each other. After
socialization, (stage II) students start reading the problem definition and trying to
figure things out such as equipment recognition. Then, (stage III) students start
talking about doubts, suggestions, proposals, argumentation, etc in order to find a
solution. Based on their own conclusions, (stage IV) the solution is implemented
where testing and evaluation are critical activities. After completion, (stage V)
Teaching Logic Control Systems to Chemical Engineering Students 11

students interact less only for checking data, results, etc. Finally, (stage VI)
socialization starts again.

A special attention of this level of interaction must be considered for several reasons.
The laboratory session must be completed in 2 hrs. Socialization stages (I and VI)
must be controlled (no killed). The stage IV is the main reason of the laboratory
session, participation must be promoted actively. The stage III is important because
the solution and implementation must be generated here.

The development of any skill is best facilitated by giving students practice and not by
simply talking about what to do. The activities in each experimental session
encourage two important issues: thinking about and hands on.

Figure 8. Interaction level versus experimental session elapsed time

The performance of a team is not only a function of the intellectual ability of its
members, but also the extent to which the members have learned how to work
effectively as a part of a team. Collaboration among people, processes and technology
is essential to the future of manufacturing. Its a win to win that is delivering results,
but something that has to be worked on, something that has to be learned. Many
trends can be addressed with collaborative manufacturing strategies. Such strategies
include creating a highly collaborative corporate culture, students must appreciate and
work on.

A systematic process for looking at student achievement is needed. This assessment

process must have several characteristics such as: it must be continuous, it must
identification and document strengths, weaknesses, needs and improvements, it must
report progress, definition of a plan for improvement and goals; analysis of its results
with all constituents, and finally, it must review and change objectives and outcomes
if needed.
 R. Morales-Menndez et al.

As assessment method, scoring rubrics on learning outcomes were chosen. A rubric is

a scoring guide that contains well-defined and systematically applied criteria. Rubrics
are useful when a behavior or subjective issue have to be evaluated such as problem
solving as a process, design as a process, skills with equipment, team work skills, and
leadership abilities. In this course, there are 2-3 design problems in every
experimental session where students working in teams must work with. Detailed
rubrics are ideal as an assessment method.

Figure 9 shows a Learning Outcome Assessment Rubric for Learning Outcome (b)7
Ability to design and conduct experiments, as well as to analyze and interpret data.
With this detailed rubric, each student is assessed in several issues: (1) Problem,
process and variables definition, (2) Response variable measurement and operation
ranges interpretation, (3) Design of experiments, (4) Experiment planning and data
collection, (5) Equipment operation, (6) Safety procedures, and (7) Statistical tools
and analysis for improvement.

Each of the previous issues has a specific weight (w). Also, there is a suggested scale
(s) for each score. Using this matrix, a better feedback can be obtained. However,
sometimes it is recommended to derive a holistic rubric from the detailed rubric. A
holistic rubric allows you to asses different skills of the students for accreditation
purposes once or twice rather than on each experimental session. For example,
sometimes writing skills are more important than designing an experiment or student
competencies with laboratory equipment. Certainly, to asses all of the laboratory
skills in each experimental session will be overload for everyone.

7. Conclusions

The need of education in batch chemical manufacturing is very important for ChE
students because in most of industrial chemical processes there exists a portion of
them that includes binary actuators and sensors and requires batch automation of
recipes and sequences.

A module of logic control systems was introduced in an automatic control course that
allows students to actively learn this technology and its applications to chemical
processing. Students learn this material very well and enjoy making things happen
with digital, pneumatic, electrical and electronic systems.

The gap between theory and practice is avoided through hands-on laboratory sessions.
Even when the logic control station is not a chemical batch process, features that
mechanical/electrical systems have are exploited: cylinders moving, lights on/off,
closing/opening switches. The use of the presented logic control station has some
difficulties for teaching batch control to ChE students: students must make an
additional effort to demonstrate their solution to a logic problem establishing a non-
unique relation between the elements of the problem and the elements of the
experimental station. Also, this demands also more time and effort for the instructor
7
Thanks to Miguel A. Romero-Ogawa for providing tailored rubrics.
Teaching Logic Control Systems to Chemical Engineering Students 13

to evaluate and feedback the proposed solutions. The control systems are limited by
the number and type of elements that are available, which may also drive the students
to solutions that would not be practical in real situation (i.e. using push buttons as
level sensors.)

Starting from a real problem, students can find the context for significant learning and
what they need to find and learn. Working with real problems allows the students to
develop concrete abilities. Students, assuming control over their learning process,
may evaluate the results; so, theory may be better understood, thus facilitating
transference to other contexts.

It was found it feasible to give ChE students the batch control systems module
without spending too much time through hands-on laboratory sessions. ChE students
do not only learn the control batch systems theory, but also they develop abilities,
skills and attitudes (learning to learn, working in teams).

References

[1] Technology vision 2020, www.chemicalvision2020.org

[2] D. E. Clough (2002), The Missing Link in Process Control Education

Incorporating PLCs Into the ChEs Control Course, Proceedings of the ASEE
Annual Conference and Exposition, Ontario, Canada.

[3] SACS (2004). Principles of accreditation: Foundations for quality enhancement.

Technical report, Commission on Colleges Southern Association of Colleges and
Schools.
[4] W. Wenger (1998), Community of Practice. Cambridge University press,
Cambridge.

[5] Committee on Developments in Science of Learning (2002) How People Learn,

National Academic Press.

[6] Board of European Students of Technology (2006), Active Learning in

Engineering Education. Technical Report, BEST Syposium on Education, Portugal.

[7] R. Morales-Menndez, J. Limn Robles, R. Ramrez Mendoza and M Ramrez

Cadena (2005), Educational Technology at Monterrey Tech Computers and
Advanced Technology for Education, 221-226, Oranjestad, Aruba.

[8] C. Mijares Lpez (2007), PDHD Teaching Skills Development Program

Technical report, Tecnolgico de Monterrey, Mxico.

[9]. R M Felder and R Brent (2003) Designing a Teaching Courses to Satisfy the
ABET Engineering Criteria J. of Eng. Education, 7-25.

[10] R. Morales-Menendez, I. Y. Snchez, J. Limn, R. Ramrez (2006)

Incorporating PLC into the Chemical Process Course exploiting Collaborative
 R. Morales-Menndez et al.

Active Learning, 6th Workshop of Active Learning in Engineering Education, 6,

35-47, Mxico.
Tecnolgico de Monterrey, Campus Monterrey
Chemical Engineering Programs
Learning Outcomes Assessment Rubric
Learning Outcome (b): Ability to design and conduct experiments, as well as to analyze and interpret data

Item Unacceptable Marginal Acceptable Very Good Points

(Weight) (s = 0) (s = 1) (s = 2) (s = 3) Scored

Problem, Does not understand Understands the Understands the Very good knowledge
Process and the process, operation process, operation and process, operation and of the process,
variables and response response variables. response variables. operation and
( w = 1) variables. Does not Can develop a Can develop a response variables.
develop a problem problem statement, problem statement Uses that knowledge
statement but critical with some to define a problem
information is left out information missing clearly
Response Has severe difficulty Has some difficulty in Can choose operation Can rank response
variable setting levels for selecting operation levels to use. Knows and operation
measurement operation variables, as levels and about response variables according to
and operation well as measurement measurement methods variables and their importance. Can
ranges methods for response for the response measurement methods choose levels to use,
(w = 1) variables variables measurement methods
and their accuracy
Design of Needs assistance to Can choose the Can choose model Chooses models
Experiments choose the model to model, but needs correctly and correctly and knows
(w = 1) use reassurance from the confidently how to improve the
instructor model through
sequential
experiments
Experiment Does not distinguish Knows the difference Determines the need Determines the need
Planning and between repetition between repetition for repetition or for repetition or
Data and replication. and replication. replication. Collects replication. Plans and
Collection Needs assistance to Needs some data in an organized organizes
(w = 2) plan experiments and assistance to plan manner experiments, carefully
collect data experiments and documenting data
collect data collected
Equipment Can not operate Operates Operates Operates
Operation instrumentation and instrumentation and instrumentation and instrumentation and
(w = 2) equipment correctly equipment correctly equipment correctly. equipment correctly,
and requires frequent but fails to follow Follows experimental following the
supervision and help experimental procedure with few experimental
procedure mistakes procedure carefully
Safety Practices unsafe, risky Unsafe laboratory Very few laboratory Observes laboratory
Procedures behaviors in procedures observed procedures observed. safety procedures and
(w = 1) laboratory occasionally. Not Uses safety uses safety equipment
always uses safety equipment most of the correctly
equipment time
Statistical Makes very little or Makes errors and Makes few errors and Excellent statistical
Tools and no attempt to interpret omissions in the use omissions in the use analysis and physical
Analysis for data of statistical tools for of statistical tools for interpretation of
Improvement analysis, misinterpret- analysis. Interprets results to make
(w = 2) ting physical meaning the physical meaning improvements in
of results of results product or process
Points Scored = ws TOTAL
POINTS
Course Number and Title: ____________________________________________________
Name of Student/Team: __________________________________ ID Number: _________
Program: ______ Reviewer: _________________________ Date : ___________________

Figure 9. Learning Outcome Assessment Rubric.

[11] D. Clough (1998) Bringing Active Learning into the Traditional Classroom:
Teaching Process Control the Right Way Proceedings of the ASEE Annual
Conference and Exhibition, pp: 1313-1321.